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ERIC Number: EJ861090
Record Type: Journal
Publication Date: 2009-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1076-9242
Phonological Processing Deficits and the Acquisition of the Alphabetic Principle in a Severely Delayed Reader: A Case Study
Penney, Catherine G.; Drover, James; Dyck, Carrie
Dyslexia, v15 n4 p263-281 Nov 2009
At the end of first grade, TM did not know the alphabet and could read no words. He could not tap syllables in words, had difficulty producing rhyming words and retrieving the phonological representations of words, and he could not discriminate many phoneme contrasts. He learned letter-sound correspondences first for single-consonant onsets and then later for the final consonant in a word but had difficulty with letter-sound associations for vowels. TM's ability to select a printed word to match a spoken word on the basis of the initial or final letter and sound was interpreted as evidence of Ehri's phonetic-cue reading. Using the Glass Analysis method, the authors taught TM to read and he became an independent reader. We discuss how his phonological processing deficits contributed to his reading difficulties. (Contains 1 figure and 8 tables.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www.wiley.com/WileyCDA/WileyTitle/productCd-DYS.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Raven Progressive Matrices; Woodcock Johnson Psycho Educational Battery; Woodcock Reading Mastery Test